Resilient Christian Religious Education Teachers: Embracing Limitations with Faith – Insights from Exodus 16:12 at SD N 11 Huta Ginjang

Abstract

Teacher resilience has become a central concern in contemporary education, particularly within faith-based contexts where professional and spiritual responsibilities intersect. This study examines how Christian Religious Education (CRE) teachers at SD N 11 Huta Ginjang embrace limitations with faith, drawing inspiration from Exodus 16:12. Employing a systematic literature review (SLR), relevant peer-reviewed articles, book chapters, and reports published between 2018 and 2025 were analyzed to identify key themes related to psychological resilience, spiritual reflection, and contextual support. The review synthesized findings on how CRE teachers navigate resource constraints, manage stress, and integrate faith-based principles into pedagogical practice. Results indicate that resilient CRE teachers demonstrate adaptive coping strategies, emotional regulation, and problem-solving skills, while drawing strength from spiritual reflection and trust in divine provision. The Exodus narrative provides both a theological and practical framework, guiding teachers to interpret scarcity as an opportunity for creativity, perseverance, and moral formation. Institutional support, professional networks, and collaborative communities amplify resilience by fostering shared values, emotional support, and practical guidance. The study highlights the multidimensional nature of resilience in faith-based education, emphasizing the interplay between personal, spiritual, and contextual factors. Implications suggest that teacher development programs should integrate faith-informed pedagogical training and resilience-building strategies, while school leadership should cultivate supportive environments that enable CRE teachers to flourish despite limitations. By linking spirituality with professional practice, this study offers insights into sustaining teacher effectiveness, enhancing student outcomes, and promoting moral and spiritual growth in resource-constrained educational settings.